“ DESIGN BRIEF

THE THIRD TEACHER - In this studio, you will design a large child-care centre within a residential envi-
ronment. Child-care centres are preschools with additional requirements. Here, children learn, eat,
bathe and nap and are generally looked after from as early as 7am to as late as 7pm from Mondays to
Fridays and even half-days on Saturdays. There are no school holidays. The centres only close on Sun-
days, Public Holidays and on some designated days for Professional Development. For context, the
Ministry of Social and Family Development has since 2016 opened several Large Child-Care Centres
within residential communities to serve the surrounding neighbourhood so as to encourage young cou
ples to have kids and enable mothers to return to the workforce. These centres cater for 300 to 1000
children and are much larger than private centres or other childcare centres located within HDB void
decks. Whilst all these Large Child-Care Centres have heretofore been operated by one of five “Anchor
Operators” that have been appointed by the Early Childhood Development Agency, you will not be re-

”
stricted to choosing one of these Anchor Operators as your client. The school pedagogy should be
based on Reggio Emilia and elaborated on together with your Tutor as they see fit.

DESIGN TUTOR: TOMOHISA MIYAUCHI

01 PROJEK PINTAR
THE ENVIRONMENT AND THE THIRD TEACHER
YEAR THREE
 PROJEK PINTAR
THE ENVIRONMENT AND THE THIRD TEACHER

Projek Pintar is an integration of 2 pedagogies – the Green School in Bali and the Reggio Emilia. It aims to develop its students into
green leaders with its curriculum based on green education and sustainability, coupled with project-based learning.

The three core principles of Projek Pintar’s philosophy are the child, the environment, and the teacher.
Projek Pintar believes that:

• Every child has the capacity to learn; rich with wonder and knowledge
• Children are central to their own learning with curriculum created around their interests
• Children learn better through investigation and discovering in a supportive, rich and wall-less environment with an empha-
sis on the Green Education and ecology

Projek Pintar operates on a distinctive daily timetable structure - The Three-Frame Day (3FD) - designed to sustain a student-cen-
tric structure which operates in three discreet ways, namely through the Integral, Instructional and Experiential frames. The teacher’s
role is to learn alongside children, becoming involved in group learning experiences as a guide and resource.

As part of its curriculum, children are allocated time to do gardening and be involved in food preparation for both lunch and dinner.
This is to inculcate a sense of involvement and educate them about the real world. The children decide what they want to learn, and
the teachers plan alongside them through the 3FD structure.

Projek Pintar emphasises on the importance of the environment being the third teacher, thus the classrooms are designed such
that children are exposed to the environment around them. A dedicated gardening space for each classroom provides a sense of
responsibility for the children as they grow their own produce for their daily consumption.

The School consist of 2 small villages which segregates the playschool and the preschool. The heart of school splits these small
villages and acts as the core of Projek Pintar. This is where children from the two villages come together as they enter and leave the
school and congregate as a school at the sunken auditorium.

Projek Pintar boast its green initiative with its distinctive butterfly roof which channels rainwater into a bioswale and subsequently a
bio pond that recycles this water. Native plants are planted generously throughout the school as part of its green education at the
same time promoting biodiversity and stewardship of our natural heritage.

Projek Pintar is not only a school, but a project for the environment and for the future.
PHILOSOPHY // TIMETABLE // FURNITURES

SCHOOL PHILOSOPHY TIMETABLE SCHOOL UNIFORM PULL OUT BED BUILDING FORT / SITTING CUSHION CRAFT TABLE

UTENSILS CUBBY HOLE/ BAG SHELF / READING NOOK / DISPLAY CASE PLAYHOUSE TYRE FURNITURE PLANTING SHELF / TABLE

PROJEK PINTAR OPERATES ON A SET OF PHILOSPHY INBUED IN ITS CURRICULUM, AUGMENTED BY A SERIES OF FURNITURES DESIGNED SPECIFICALLY FOR THE THE FURNITURE OF PROJEK PINTAR EMPHASISES ON GREEN EDUCATION AND SUSTAINABILITY.THEY ARE DESIGNED TO BE MULTIFUNCTIONAL AND ENCOURAGE
FUNCTIONALITY OF THE SCHOOL. SELF EXPRESSION OF THE CHILDREN. THEY ARE MEANT TO INSPIRE AND PROMOTE INDEPENDENCE.

CHILDREN ARE ALLOCATED TIME TO DO GARDENING AND BE INVOLVED IN FOOD PREPARATION TO INCULCATE A SENSE OF INVOLVEMENT AND EDUCATE THEM
ABOUT THE REAL WORLD. THE CHILDREN DECIDE WHAT THEY WANT TO LEARN, AND THE TEACHERS PLAN ALONGSIDE THEM.
 NAPPING SPACE /
COLLABORATION SPACE
E/
ON SPACE 150 MM THK PRECAST CONCRETE
APPING SPACE / 150 MM THK PRECAST CONCRETE 150 MM THK TIMBER BEAM X3
OLLABORATION SPACE 150 MM THK PRECAST CONCRETE 150 MM THK TIMBER BEAM X3 NAPPING SPACE /
150 MM THK TIMBER BEAM X3 COLLABORATION SPACE
150 MM THK PRECAST CONCRETE
150 MM THK PRECAST CONCRETE 5.

CE
150 MM THK PRECAST CONCRETE 150 MM THK TIMBER BEAM X3 5a. 5b.
STAIRCASE
STEEL MESH

AIRCASE
EEL MESH STAIRCASE
STEEL MESH

PERFORMANCE SPACE LEGEND

5c.
E SPACE

RFORMANCE SPACE
1) FROSTED CORRUGATED SHEET
150 MM THK TIMBER COLUMN X3
150 MM THK TIMBER COLUMN X3
PERFORMANCE SPACE
2) 100 X 100 MM TIMBER STRIPS
150 MM THK TIMBER BEAM
150 MM THK TIMBER BEAM
150 MM THK TIMBER COLUMN X3
3) 150 X 600 MM TIMBER BEAM WITH
150 MM THK TIMBER BEAM
E
150 MM THK TIMBER BEAM
PLANTER 150 MM SPACING
METAL PLATE
METAL PLATE
4) METAL PLATE
150 MM THK TIMBER BEAM
150 MM THK TIMBER COLUMN X3
ANTER METAL PLATE
PLANTER
I BEAM 5) SUNSHADE
I BEAM
I BEAM 150 MM THK TIMBER BEAM

I BEAM 1.
I BEAM
a) 100 X 100 MM TIMBER WITH 100MM
METAL PLATE
SPACING
7.
b) 35 MM THK STEEL ROD
I BEAM
c) 100 X 100 MM SHS
3.
6. 6) ELECTRICAL WIRING
2.
4.
7) LIGHT FIXTURE
3.
8) 150 MM THK PRECAST CONCRETE
PLANTER
SUNKEN GARDEN SPACE SLANTED COLUMN CONNECTION SPLIT CLASSROOM 9) FLITCH PLATE
10) I BEAM
11) 25MM THK TIMBER FLOORING
12) 100 X 100 MM TIMBER JOIST 500MM
C/C
13) CONCRETE COLUMN
8. 14) 150 X 300 MM TIMBER COLUMN
9.
15) STEEL FENCE WITH METAL MESH
16) STEEL MESH STAIRCASE
14. 17) STEEL BRACKET
13. 16.
100 x 100 MM TIMBER STRIP
100 x 100 MM TIMBER STRIP
18) M&E SPACE
17.
100 x 100 MM TIMBER STRIP 19) DRAINAGE
20) FOUNDATION
FROSTED CORRUGATED SHEET
FROSTED CORRUGATED SHEET
100 x 100 MM TIMBER STRIP CORRUGATED SHEET
FROSTED 15.
10.

METAL
FROSTED PLATE
CORRUGATED SHEET TOILET
TOILET METAL PLATE
TOILET METAL PLATE 19.
TOILET
100 MM THK TIMBER TOILET
150 x 600 MM TIMBER BEAM
150 x 600 MM TIMBER BEAM 3 MM THK SQUARE HOLLOW SECTION
METAL PLATE 150 x 600 MM TIMBER BEAM 11.
MBER TOILET
100 MM THK TIMBER
3 MM THK SQUARE HOLLOW SECTION
150 x 600 MM TIMBER BEAM
150 MM THK TIMBER BEAM 20.
150 MM THK TIMBER BEAM
150 MM THK TIMBER BEAM 13.

PULL OUT BED

PULL OUT BED
PULL OUT BED 150 MM THK TIMBER BEAM
PULL OUT BED
PULL OUT BED

12.

PULL OUT BED

18.

PULL OUT BED / TOILET ROOF SUNSHADE

CLIMBING PLANT SUPPORT MESH

CLIMBING PLANT SUPPORT MESH

BUILDING ELEMENTS OF PROJEK PINTAR STRUCTURAL MODEL OF PROJEK PINTAR

 A TYPICAL CLASSROOM CONFIGURATION
CONSISTS OF TWO SPACES – A NAPPING/
5.
COLLABORATION/ PLAYING SPACE (THIS IS
WHERE A BULK OF THE ACTIVITIES IN THE
CLASSROOM HAPPENS), AND A PERFOR-
MANCE/ SELF-EXPRESSION SPACE.

DIVIDING THESE TWO SPACES IS A MESH

STAIRCASE THAT DOUBLES UP AS A SITTING
SPACE LOOKING DOWN TO THE PERFOR-
MANCE/ SELF-EXPRESSION SPACE.

EACH OF THE CLASSROOMS ARE EQUIPPED 6000 MM 2500 MM

WITH AT LEAST ONE SUNKEN PLANTER
WHICH ACTS AS A GARDEN SPACE FOR THE
CHILDREN.

PROJEK PINTAR EMPHASISES ON THE IMPOR-

TANCE OF THE ENVIRONMENT BEING THE
THIRD TEACHER, THUS THE CLASSROOMS
3. 4.
ARE DESIGNED SUCH THAT CHILDREN ARE
3.
EXPOSED TO THE ENVIRONMENT AROUND
1.
THEM.

5. A DEDICATED GARDENING SPACE FOR EACH

2. CLASSROOM PROVIDES A SENSE OF RESPON-
SIBILITY FOR THE CHILDREN AS THEY GROW
THEIR OWN PRODUCE FOR THEIR DAILY CON-
SUMPTION.

4.

2.

LEGEND LEGEND
5.
1.
1. TOILET 1. TOILET
2. PULL OUT BED 2. PULL OUT BED
3. NAPPING / COLLABORATION/ PLAYING SPACE 3. NAPPING / COLLABORATION/ PLAYING SPACE
4. PERFORMANCE / SELF EXPRESSION SPACE 4. PERFORMANCE / SELF EXPRESSION SPACE
5. GARDEN 5. GARDEN 5. 5.

TYPICAL CLASSROOM LAYOUT

 AY
ST W
KANG WE
SENG

THE SCHOOL CONSIST OF 2 SMALL VILLAGES

WHICH SEGREGATES THE PLAYSCHOOL AND
THE PRESCHOOL.

THE PLAYSCHOOL HOUSES THE TODDLER ( THE A) 13.

SUNBIRD), 2 YEARS OLD (MAGPIES) AND THE 3 1.
1.

YEARS OLD (THE BLUEBIRDS). 1.

THE PRESCHOOL ON THE OTHER HAND HOUS-

ES CHILDREN AGED 4 TO 6 YEARS OLD NAMED 10.
AS THE KINGFISHERS, WOODPECKERS AND
HORNBILLS RESPECTIVELY.

FERNVALE
THE NAME OF THE CLASSES ARE NAMED AFTER
11.
NATIVE BIRDS IN SINGAPORE.
5.

K LIN
6.
THE HEART OF SCHOOL SPLITS THESE SMALL
VILLAGES AND ACTS AS THE CORE OF PROJEK 9.

PINTAR. THIS IS WHERE CHILDREN FROM THE

TWO VILLAGES COME TOGETHER AS THEY EN- 7.
2.

TER AND LEAVE THE SCHOOL AND CONGRE- 2.

2.

GATE AS A SCHOOL AT THE SUNKEN AUDITO-

RIUM. 1. 2. 3. 4. 5. 3. 4.
B)
12. 4.
4.
A BIOSWALE CUTS IN BETWEEN EACH OF THE
VILLAGES WHICH EVENTUALLY LEADS TO A BIO LEGEND
POND IN THE HEART OF SCHOOL.
1. RECEPTION
2. WELCOME ROOM
THIS WATER IS TO BE RECYCLED FOR OTH- 3. SUNKEN AUDITORIUM
4. BIOPOND
ER USES IN THE SCHOOL. NATIVE PLANTS ARE 5. DROP OFF POINT
6. CARPARK
ALSO PLANTED GENEROUSLY THROUGHOUT 7. KITCHEN / EATING SPACE
10.

THE SCHOOL AS PART OF ITS GREEN EDUCA- 8. INFANT CARE

9. CLASSTROOM
7.
8.
TION AT THE SAME TIME PROMOTING BIODI- 10. INTERNAL COURTYARD 11.
11. BIOSWALE
VERSITY AND STEWARDSHIP OF OUR NATURAL 12. ENTRANCE 1.

HERITAGE. 13. EXIT

A) PRESCHOOL VILLAGE : 1.
C) 1.
NURSERY - KINGFISHER 9.
KINDERGARTEN 1 - WOODPECKER
12.
KINDERGARTEN 2 - HORNBILL

B) HEART OF SCHOOL
SECOND FLOOR PLAN THIRD FLOOR PLAN
C) PLAYSCHOOL VILLAGE:

TODDLER - SUNBIRD
2 YEARS OLD - MAGPIE GROUND FLOOR PLAN
3 YEARS OLD - BLUEBIRD
 THE SCHOOL EMPHASISES ON THE IMPOR-
TANCE OF THE ENVIRONMENT AS A THIRD
TEACHER. AS SUCH THE CLASSROOM SPAC-
ES ARE DESIGNED SUCH THAT THEY ARE
EXPOSED TO THE ENVIRONMENT AROUND
THEM. TO FURTHER ACCENTUATE THIS IDE-
OLOGY, THE CLASSROOMS ARE DESIGNED
TO BE WALL-LESS THUS EXPOSING THEM
TO THE SPACES OUTSIDE THEIR CLASS-
ROOM BOUNDARY. THIS ENHANCES THEIR
LEARNING AND CREATIVITY WHILE FACILI-
TATING COMMUNICATION WITH THE CHIL-
DREN.

WITH NO WALLS, THE LIGHT, SOUNDS,

WEATHER AND MOTION IN THE SUR-
ROUNDING OUTDOORS ARE ALWAYS PRES-
ENT THUS CREATING INTIMACY WITH THE
NATURAL WORLD. ON TOP OF THAT, THIS
ALLOWS FOR NATURAL VENTILATION.
1. 2.

9.

A TYPICAL SECTION OF PROJEK PINTAR

CONSIST OF A SPLIT IN THE MIDDLE OF
2 CLASSROOM SPACES THAT ACCOM-
MODATES AN INTERNAL COURTYARD 3. 4.

COUPLED WITH A BUTTERFLY ROOF

THAT CHANNELS RAINWATER INTO THE
BIOSWALE. 9. 9.

THE SCHOOL IS SPLIT INTO 3 LEVELS. FOR

THE PRE-SCHOOLERS, THIS DICTATE THE 5. 6.
ELEMENTARY LEVEL THAT THEY ARE IN.
7.
AS THEY PROGRESS, THEY WILL GO UP
ONE LEVEL. EACH OF THE LEVELS COME 9. 9.

EQUIPPED WITH A DEDICATED KITCHEN/

EATING SPACE. 8.

10.
LEGEND
TYPICAL SECTION OF PROJEK PINTAR
1. CLASSROOM 01 6. KITCHEN / EATING SPACE
2. CLASSROOM 02 7. INTERNAL COURTYARD
3. CLASSROOM 03 8. BIOSWALE
4. CLASSROOM 04 9. PRIVATE GARDEN
5. CLASSROOM 05 10.M&E SPACE
 3. 4.

9. 9.
THE HEART OF SCHOOL CONSIST OF A
WELCOME ROOM FOR CHILDREN WHEN
5. 6.
THEY FIRST ARRIVE TO SCHOOL, A SUNKEN
AUDITORIUM SPACE FOR THEM TO GATH-
7.
ER, AND AN OFFICE CORE FOR THE TEACH-
9. 9. ERS THAT OPENS UP TO A ROOF GARDEN
ACCESSIBLE FROM THE 2ND FLOOR OF
8. THE 2 VILLAGES.
10.

IT PROVIDES AN ALTERNATIVE SPACE FOR

THE CHILDREN TO RUN AROUND.

7.

8.

1. 2. 3.

4. 5. 6.

LEGEND
SECTION OF HEART OF SCHOOL
1. RECEPTION COUNTER 5. BIOPOND
2. SICK BAY 6. DROP OFF POINT
3. WELCOME ROOM 7. TEACHER’S ROOM
4. SUNKEN AUDITORIUM 8. ROOF GREEN